Relevant bibliographies by topics / Computer science - Study and teaching (Secondary)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Computer science - Study and teaching (Secondary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Computer science - Study and teaching (Secondary)"

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Sadik, Olgun, Anne Ottenbreit-Leftwich, and Thomas Brush. "Secondary Computer Science Teachers’ Pedagogical Needs." International Journal of Computer Science Education in Schools 4, no. 1 (August 14, 2020): 33–52. http://dx.doi.org/10.21585/ijcses.v4i1.79.

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The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.
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Subashini, V. K. "A STUDY ON THE EFFECTIVENESS OF MULTIMEDIA IN TEACHING COMPUTER SCIENCE AMONG XI STANDARD STUDENTS IN KARUR DISTRICT." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 35–39. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2721.

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This study attempted to find out the effect of using multimedia in teaching Computer Science among XI students. Sample of 62 students was selected for the study in Karur District. Two groups pretest and posttest experimental design was used. Data were analyzed. It is found that there is a significant means score difference between pretest and posttest among the selected higher secondary school novice students. It is proved that Multimedia supported teaching is one of the appropriate and effective methods for teaching Computer Science to higher secondary school students.
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Rehman, Nadia, Wanlan Zhang, Amir Mahmood, and Faiz Alam. "Teaching physics with interactive computer simulation at secondary level." Cadernos de Educação Tecnologia e Sociedade 14, no. 1 (March 12, 2021): 127. http://dx.doi.org/10.14571/brajets.v14.n1.127-141.

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Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p
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Juliana, Enemuo Chinwe, Anyaduba Obiagelijacquilin, and Dr Ezeaka Nonye Benedeth. "Impact of The Application of Audio-Visual Aids in Improving Teaching and Learning of Computer Science in Senior Secondary Schools in Awka North Local Government Area in Anambra State." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 136–46. http://dx.doi.org/10.31686/ijier.vol7.iss8.1662.

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The purpose of the study is to identify the impact of the application of audiovisual aids in improving teaching and learning of computer science in Senior Secondary School in Awka North Local Government Area of Anambra State. Out of 1500 Secondary Schools in Awka North Local Government Area. Seventy (70) Students from Senior Secondary School (SS1) students were selected using random sampling technique to serve as the sample. Structured questionnaire was the instrument used for data collection. Mean and percentage were employed for data analysis. The major findings are that, Audio visual materials are not usually available for teaching and learning of computer science in senior secondary schools. Using audio visual materials in teaching and learning of computer science has positive effects on students’ academic performance. Audio visual aids have a lot of benefits in improving qualitative computer education in senior secondary schools. Government and other citizens should provide audio visual materials to secondary schools in Nigeria. Experienced and qualified computer science teachers at least with Nigeria Certificate in Nigeria (NCE) should be employed to teach in secondary schools in Nigeria. School authorities should always checkmate whether teachers make use of audio visual aids in teaching.
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C. V., Eunice, and Gift U. "Teachers’ Perception on the Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis." British Journal of Contemporary Education 1, no. 1 (June 22, 2021): 52–63. http://dx.doi.org/10.52589/bjce-gpxjaqes.

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This study investigated teachers’ perception on the challenges of utilizing Problem-Based Learning in teaching computer science in public senior secondary schools in Port Harcourt Metropolis, Rivers State, Nigeria. This study adopted descriptive research design. Two research questions and hypotheses were formulated to guide this study. The population for the study comprised one hundred (100) computer science teachers in the thirty six (36) public senior secondary schools located in Port Harcourt metropolis of Rivers State. Census sampling procedure was used to obtain one hundred (100) computer science teachers as the sample size due to the manageable size of the entire population. A structured questionnaire titled “Teachers’ Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis” (CUPOBALETCOS) was used for collection of data. The questionnaire was validated by experts. Pearson Moment Correlation Coefficient was used to determine the reliability of the instrument which gave a value of 0.84. Mean and standard deviation were used to analyse data and test of hypotheses was done with the use of z-test statistics. Results obtained from the findings revealed that the challenges of utilizing the Problem-Based Learning approach in teaching computer science and the aids to the utilization of this approach in teaching computer science were highly perceived by computer science teachers in senior secondary schools in the metropolis of Port Harcourt, Rivers State in Nigeria. Based on the findings, it was recommended that: Professional programmes, in addition to training exercise, need to be carried out frequently to enable teachers to get acquainted with the utilization of innovative teaching approaches and combat the associated challenges. Administrative duties or demands of teachers should be adjusted in order to have enough time for utilization of innovative teaching practices in the classroom. Curriculum for Problem-Based Learning should be fully introduced in the secondary and primary school education, so as to have facilitators who can help students by facilitating the Problem-Based Learning practices in the learning environment.
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Dahal, Bishnu Kumar. "Effect of multimedia in teaching Science at secondary level." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 19–29. http://dx.doi.org/10.3126/sij.v2i01.39235.

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The aim of this study was to investigate the effect of multimedia in teaching Science at Secondary School and attitudes toward Information and Communication Technology (ICT). The study was an experimental research design with two groups employing a pre-test and post-test. The sample schools were two public secondary school of Lalitpur district. Participants were 68 students from grade 10 studying Science from two schools. Furthermore, five science teachers in that school were also taken as samples for an interview session. The data were analyzed through statistical devices, such as mean, standard deviation, variance, t-test and chi-square test. The differences between means were computed by using two tailed t-test at 0.05 level of significance. The results indicated that the mean achievement of the group using multimedia projector was significantly better than the group without using multimedia projector. The findings of this study therefore provided strong evidence to support the use of ICT, particularly multimedia technology, in the teaching and learning of Science among secondary school students. Furthermore, the results also showed that the secondary level science teachers have positive attitude towards ICT in teaching science in the classroom.
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Ivkov-Dzigurski, Andjelija, Ljubica Ivanovic, and Milana Pasic. "Possibilities of computer application in modern geography teaching process." Glasnik Srpskog geografskog drustva 89, no. 1 (2009): 139–51. http://dx.doi.org/10.2298/gsgd0901139i.

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Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.
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Hashmi, Aroona, Mubushra Khalid, and Tariq Hussain. "Effect of Cooperative Learning Approach on Students’ Academic Achievement and Motivation at Secondary level." Volume V Issue I V, no. I (March 30, 2020): 479–89. http://dx.doi.org/10.31703/gssr.2020(v-i).49.

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This study discovers the effect of cooperative learning (CL) on students’ achievement and motivation toward computer science at secondary level. Nonequivalent control group design of Quasi-Experimental Research method was used. Two intact groups i.e. thirty students each, were selected as the sample of the study. Students Team Achievement Division (STAD) method of CL was applied on the experimental group while traditional method (lecture) of teaching was used for control group. Pre-test and post-test were conducted respectively by using teacher made test in computer science. Students’ Motivation toward Computer Science Learning (SMTSL) scale was adapted to explore student’s motivation toward computer science. This study significantly indicates that the posttest motivation and achievement scores of students were better than the pretest motivation and achievement scores toward computer science learning. The study promotes CL approach for computer science learning, and intervention should be given for a long time period to observe its effectiveness.
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Lay, Yoon Fah, and Khar Thoe Ng. "CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 425–50. http://dx.doi.org/10.33225/pec/21.79.425.

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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement
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Ernawati, Andi, and Ahmad Johari B. Sihes. "Holistic Teaching Competence Aspects: Study Analysis In State Senior High School Of Makassar City Indonesia." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 55–61. http://dx.doi.org/10.31686/ijier.vol2.iss11.267.

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This research aims to determine the aspects of holistic competence in teaching in secondary schools. This study involved 370 respondents of teachers in the State Senior High School of Makassar City, South Sulawesi, Indonesia. The method of quantitative survey used in this research. Data were analyzed using the computer software Statistical Package for Social Science. Descriptive findings showed that the four aspects of holistic competence is required in teaching namely aspects of teaching knowledge, teaching skills, emotional, and spiritual of teachers have a mean of> 4 on a Likert scale of five points.
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Dissertations / Theses on the topic "Computer science - Study and teaching (Secondary)"

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Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.

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Shum, On-bong, and 岑安邦. "The effect of engaging in iconic modelling on the learning of science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959787.

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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.

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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
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Aman, James R. "Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330854/.

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Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task. Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rater. All statistical analyses were computed using SPSS/PC+ (version 2.1). In both courses, CLD frequencies decreased through the three lower levels. The percentage of questions falling in these levels was approximately 83 percent for both courses. However, the higher-level course contained almost 10 percent more Knowledge level questions than did the lower course. At the higher taxonomic levels, the decline was roughly five percent per level in CS I but erratic in CS II. Analysis by book also revealed wide differences within each course.
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Van, Zyl Kevin Clive. "The development and testing of a computer aided instructional resource for the teaching of physical science." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16077.

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Thesis (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for Physical Science in Grades 11 and 12. The software was tested in the context of Newtonian Mechanics. This study differed from most other studies in that it did not develop or test tutoring-type software that the learner uses on a one to one basis in a computer laboratory. It did, however, test and develop software to be used by the teacher in the classroom while teaching. A theoretical framework is presented, built on experience-based as well as literature-based theory. In this framework, the effects of computer interventions on the teaching and learning situation as reported in the literature are viewed within the South African context. In the light of what is reported in the literature, the education authorities’ attempts to disseminate the curriculum with the use of technology, are questioned. Reasons for not doing a quantitative assessment of learner understanding of concepts are presented with reference to criticism in the literature against such assessments. The dissertation reports on the type of questions that need to be asked according to the literature. This discussion then leads to research questions that describe a process for the developing and testing of a resource that could assist teachers in teaching Physical Science. Developmental methods as well as ways of assessing had to be researched to determine the best way in which such a resource could be developed and tested. During this research it was found that the implementation of Information and Communication Technology (ICT) to deliver the curriculum had focused more on the development of tutoring type software and it seemed that the use of computers for actual classroom instruction did not receive as much attention. It was however possible to identify developmental and assessment principles that were common to research that had been done and the project that is reported in this dissertation. The Computer Aided Instructional Resource (CAIR) was developed by the researcher in the form of a presentations package that the teacher could use in the classroom while teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being tested in eight project schools during the Piloting Stage. This was done by connecting personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also provided an opportunity to assess the use of the TRAC system in the same schools. After assessment criteria had been identified, assessment instruments were developed to assess the project in different ways. There were questionnaires for each stage to be completed by learners and teachers as well as an observation instrument that was used by the researcher during classroom visits. These assessment instruments made it possible to assess the CAIR with respect to didactical, visual and technical considerations. Results of the empirical study are presented under the assessment criteria that had been identified and are discussed with reference to the original research questions. The results of the assessment were very positive for both the CAIR and TRAC systems. The study has however tried to focus on the negative rather than positive outcomes to present as unbiased a picture as possible of the assessment results. It was also necessary to focus on the negative to determine how and where the CAIR could be improved and, to make recommendations regarding the implementation of the TRAC system. Recommendations are also made for immediate action and further investigations.
AFRIKAANSE OPSOMMING: Hierdie studie het gepoog om a rekenaar gesteunde onderrighulpmiddel te ontwikkel en te toets. Die sagteware is ontwikkel en getoets in die konteks van die onderrig van meganika. Die studie verskil van die meeste ander studies daarin dat die sagteware nie ontwikkel is vir die gebruik van leerders in ’n een-tot-een situasie in ’n rekenaar laboratorium nie. Die sagteware is eerder ontwikkel om deur die onderwyser gebruik te word terwyl onderrig in die klaskamer plaasvind. ‘n Teoretiese raamwerk wat op ondervinding en literatuurnavorsing gebou is, word aangebied. In hierdie raamwerk word die effek wat rekenaarintervensies op die onderrigleer situasie het, soos in die literatuur vermeld, binne die Suid Afrikaanse konteks geplaas. Die opvoedkundige owerhede se pogings om die kurrikulum te versprei met behulp van tegnologie, word bevraagteken na aanleiding van inligting wat in die literatuur verkry is. Redes waarom ‘n kwantitatiewe evaluering van leerderbegrip van konsepte nie gedoen is nie, word aangebied met verwysing na kritiek teen sulke evaluerings vanuit die literatuur. Vrae wat volgens die literatuur wel gevra moet word, word gerapporteer. Hierdie bespreking lei na die navorsingsvrae wat ‘n proses beskryf vir die ontwikkeling en toetsing van ‘n hulpmiddel wat onderwysers van nut kan wees in die onderrig van Natuur en Skeikunde. Ontwikkelingsmetodes sowel as kwalitatiewe evaluering is nagevors om die beste metodes vir ontwikkeling en toetsing te bepaal. Daar is gevind dat die implementering van Inligting en Kommunikasie Tegnologie om die kurrikulum oor te dra, meer op tutorial-tipe sagteware gefokus het. Die gebruik van rekenaars vir klaskamerinstruksie het nie soveel aandag in die literatuur geniet nie. Dit was egter moontlik om beginsels vir ontwikkeling en toetsing te identifiseer wat in ander studies gebruik is en wat hier ook toegepas kon word. Die hulpmiddel is ontwikkel in die form van ’n aanbiedingspaket wat die onderwyser in die klaskamer kan gebruik terwyl hy of sy onderrig gee. Die prototype is in die navorser se klaskamer getoets voordat dit in agt projekskole in ’n loodsprogram getoets is. Dit is gedoen deur ‘n persoonlike rekenaar in elke klaskamer aan ’n 74cm televisie te koppel.Dit is moontlik gemaak deur TRAC Suid-Afrika wat befondsing vir die projek verskaf het. Dit het ook ’n geleentheid verskaf om ’n kwalitatiewe evaluering van die TRAC stelsel in dieselfde skole te doen. Nadat evalueringskriteria geïdentifiseer is, is meetinstrumente ontwikkel om die projek op verskillende maniere te toets. Vraelyste moes in elke fase deur leerders en onderwysers voltooi word. Daar was ook ’n instrument vir gebruik deur die navorser tydens klasbesoek. Die hulpmiddel kon sodoende getoets word in terme van didaktiese, visuele en tegniese aspekte. Die resultate van die empiriese studie word aangebied onder die evalueringskriteria en word bespreek met verwysing na die oorspronklike navorsingsvrae. Die resultate was baie positief vir beide die onderrighulpmiddel en die TRAC stelsel. In die studie is gepoog om resultate so neutral moontlik aan te bied deur eerder op die negatiewe te konsentreer. Dit was egter ook nodig om op die negatiewe te konsentreer om te bepaal hoe die hulpmiddel verbeter kon word en om aanbevelings ten opsigte van die implementering van die TRAC stelsel te maak. Aanbevelings is ook gemaak oor onmiddellike aksie wat geneem kan word, sowel as vir moontlike verdere ondersoek.
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Roets, Rina Annette. "A critical analysis of school computer studies syllabuses in South Africa with reference to university computer science curricula." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003352.

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This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
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Africa, Faiza. "Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1946.

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Die tesis is voorgelê ter verwerwing van die graad: Magister in Opvoedkunde aan die: Cape Peninsula University of Technology, 2012. Afrikaanse abstrak: Hierdie navorsing het die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassingstegnologie (RTT) –klaskamer ondersoek. Kriteria ten opsigte van probleemoplossingsvaardighede soos uiteengesit in die Nasionale Kurrikulumverklaring (NKV ) en die Nasionale Kurrikulum- en Assesserings- Beleidsverklaring (NKABV) vir RTT was toegepas in hierdie studie. RTT word slegs vanaf graad 10 in die verdere onderwys- en opleidingfase (VOO) as „n keusevak aangebied. Dus was die navorser se fokus op die omliggende sekondêre skole wat RTT aanbied. Die navorsing konsentreer op die onderwyser en sy toepassing van probleemoplossings-onderrigtegnieke. Die navorser het gebruik gemaak van gevallestudie as navorsingsontwerp en konstruktivisme as raamwerk toegepas. Klaskamer-observasies, onderhoude en beide formele en onderwyser - geskepte dokumente het gedien as bronne vir data. Die data was tematies ontleed om die betekenis daarvan te ontgin. Die analise van die data dui aan dat respondente nie aan die vereistes gestel deur die NKABV en NKV, ten opsigte van die aanbieding en assessering van probleemoplossings-onderrigtegnieke, voldoen nie. Die navorser beveel aan dat „n moontlike oplossing vir die onderwyser-respondente se gebrek aan kennis en onderrigvaardighede met betrekking tot probleemoplossings-onderrigtegnieke kan wees dat daar spesifieke kursusse oor hierdie onderwerp aangebied word. Die navorsing skep ook ʼn geleentheid vir tersiêre instellings om hulle kurrikula en opleidingsprogramme sodanig aan te pas ten einde die leemtes, soos uitgewys deur die navorsing, aan te spreek.
This research explored the utilization of problem solving techniques by Computer Applications Technology (CAT) teachers in grade 11. The requirements and criteria as set out in the National Curriculum Statement (NCS) and the National Curriculum and Assessment Policy Statement (CAPS), were applied in this study. CAT is only introduced in grade 10 in the Further Education and Training (FET) phase. The researcher thus focussed on the surrounding schools that offer CAT as a subject. The research focussed on the teacher and the teaching of problem solving techniques in CAT. The researcher used a case study design and employed a constructivism as the theoretical framework. Classroom observations, interviews and both teacher generated and formal documents served as data sources. A thematic analysis approach was adopted to make sense of the data. The analysis of the different data sources indicated that the respondents did not fully comply with the requirements set by the NCS and CAPA with reference to the teaching of problem solving techniques in CAT. The researcher recommends that courses are presented to address the gaps in the knowledge and skills of teachers in CAT referring to problem solving techniques. This creates both the opportunity and challenge to tertiary institutions to align their curricula and training programmes to address the gaps identified by this research.
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Lee, Lit-hong, and 李躐康. "Exploring the use of Wiki in a secondary school science project." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4746916X.

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This study explores the use of wiki in supporting a science project undertaken in a Hong Kong secondary school through a mixed method approach involving triangulation of questionnaire survey, interviews, and analysis of students? wikis. The findings showed positive results on students? motivations, enjoyments, effort input, and perceived value. More important, the results highlighted the fact that satisfaction of students? perceived needs from teacher?s autonomy support improves their attributes, attitudes, and expectations of learning outcomes in general. The researcher identifies a discrepancy between students? expectations and their actual achievements of the learning outcomes. Specifically, students think in a higher order and construct knowledge at a wider level when comparing with what they have expected whereas their expectations of generic skills development significantly outweighed what they have actually achieved. To bridge this discrepancy, the researcher suggested that (a) flexibly balancing the structure and freedom of wiki, (b) carefully planning the project duration, (c) scaffolding in wiki project, (d) carefully choosing of the project topics, (e) explicitly emphasizing the learning outcomes, and (f) raising students? information literacy are all essential. The findings also indicated the exists of limitations in this small scale study and thus further investigations on the pedagogical challenges of integrating wiki in science project learning are required.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Yip, Wing-shun, and 葉榮信. "The difference between traditional learning environment and information enriched learning environment on the acquisition andtransfer of higher order thinking skills in a biological context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960595.

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Speers, Jimmy D. (Jimmy Dale). "Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279141/.

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The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to both groups. Analysis of the posttest scores indicated that there was no difference in learning if motion in the presentation was the only variable.
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Books on the topic "Computer science - Study and teaching (Secondary)"

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Margaret, Honey, Hilton Margaret L, National Academies Press (U.S.), and ebrary Inc, eds. Learning science through computer games and simulations. Washington, D.C: National Academies Press, 2011.

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1950-, Wood Elaine, ed. Computer science experiments. New York NY: Facts On File, 2009.

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Science with computers. [Cincinnati, Ohio]: Computer Literacy Press, 1999.

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William, Loftus, and Cocking Cara, eds. Java Software Solutions for AP Computer Science. 3rd ed. Boston: Pearson/Addison Wesley, 2011.

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John, Lewis. Java software solutions for AP computer science A. 3rd ed. Boston: Pearson/Addison Wesley, 2011.

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John, Lewis. Java software solutions for AP computer science A. 3rd ed. Boston: Pearson/Addison Wesley, 2011.

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William, Loftus, and Cocking Cara, eds. Java software solutions for AP computer science A. 3rd ed. Boston: Pearson/Addison Wesley, 2011.

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International, Conference in Informatics in Secondary School Evolution and Perspectives (2006 Vilnius Lithuania). Informatics education: The bridge between using and understanding computers : International Conference in Informatics in Secondary School--Evolution and Perspectives, ISSEP 2006, Vilnius, Lithuania, November 7-11, 2006 : proceedings. Berlin: Springer, 2006.

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Norton, Peter. Introduction à l'informatique. Montréal: Chenelière/McGraw-Hill, 2003.

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Lanouette, Jean. Concepts de programmation en Visual Basic. Montréal: Chenelière/McGraw- Hill, 2004.

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Book chapters on the topic "Computer science - Study and teaching (Secondary)"

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Bezáková, Daniela, and Michal Winczer. "Teaching Theoretical Informatics to Secondary School Informatics Teachers." In Lecture Notes in Computer Science, 117–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24722-4_11.

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Banks, Frank, and David Barlex. "Computing, digital competence, computer science, TEL and STEM." In Teaching STEM in the Secondary School, 186–212. Second Edition. | New York : Routledge, 2020. | "First edition published by Routledge 2014"--T.p. verso.: Routledge, 2020. http://dx.doi.org/10.4324/9780429317736-9.

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Guerra-Ramos, María Teresa, and José Baltazar García-Horta. "Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking." In Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.

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Glendinning, Irene, and Margaret Low. "Collaborative Initiatives for Promoting Computer Science in Secondary Schools." In Teaching Fundamentals Concepts of Informatics, 100–111. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11376-5_10.

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Liu, Xiaobin, Jianli Jiao, and Jieling Chen. "Writing Collaboratively Via WIKI: An English Teaching Study." In Lecture Notes in Computer Science, 14–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41165-1_2.

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van Diepen, Pepijn, and Bert Bredeweg. "Performance Indicators for Online Secondary Education: A Case Study." In Communications in Computer and Information Science, 169–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67468-1_12.

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Neugebauer, Jonas, Peter Hubwieser, Johannes Magenheim, Laura Ohrndorf, Niclas Schaper, and Sigrid Schubert. "Measuring Student Competences in German Upper Secondary Computer Science Education." In Informatics in Schools. Teaching and Learning Perspectives, 100–111. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09958-3_10.

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Keil, Laura, Fatma Batur, Matthias Kramer, and Torsten Brinda. "Stereotypes of Secondary School Students Towards People in Computer Science." In Empowering Teaching for Digital Equity and Agency, 46–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59847-1_5.

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Yuxiang, Li, Bi Danxia, Shao Lijun, Wang Shi, and Geng Qingjia. "XML Webpage Design Teaching Method Application: A Study." In Communications in Computer and Information Science, 105–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24022-5_17.

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Xu-yang, Liu, and Liang Jing. "A Study on Experiment Teaching of Logistics Engineering." In Communications in Computer and Information Science, 207–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24022-5_34.

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Conference papers on the topic "Computer science - Study and teaching (Secondary)"

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Fojcik, Martyna K., and Marcin Fojcik. "TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end104.

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Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.
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Genrich, Rohan, Dave Roberts, Aileen Cater-Steel, and Ee Kuan Low. "Connecting with the Y Generation: An Analysis of Factors Associated with the Academic Performance of Foundation IS Students." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2774.

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A strategy to overcome challenges associated with teaching a foundation Information Systems (IS) course to large cohorts of Business students has been highly successful. To further refine the strategy, a survey was conducted to better understand attitudes and computer experience of the students. This study revealed that factors such as gender, age, study mode, type of secondary school attended, level of previous computing studies, perceived knowledge, frequency of use and attitudes towards using computers did not predict academic performance. Academic performance and characteristics of students belonging to the Y Generation were also compared with those of the Older Generation. Differences between these generations were found to exist in relation to perceived knowledge, level of previous computing studies, and experience of formal computing studies. It is imperative that educators be aware of the characteristics of the growing Y Generation students. This research has raised critical curriculum issues for the development of foundation IS pedagogy.
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Ioannou, Ioannis, and Charoula Angeli. "Teaching computer science in secondary education." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532755.

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Gibson, Ben, and Tim Bell. "Evaluation of games for teaching computer science." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532751.

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Wohl, Benjamin, Barry Porter, and Sarah Clinch. "Teaching Computer Science to 5-7 year-olds." In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818340.

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Waite, Jane, Andrea Franceschini, Sue Sentance, Mathew Patterson, and James Sharkey. "An online platform for teaching upper secondary school computer science." In UKICER '21: United Kingdom and Ireland Computing Education Research conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481282.3481287.

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Majherova, Janka, and Jana Jackova. "New Trends in Teaching Programming in Secondary Education in Slovakia." In ITiCSE '17: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059009.3072997.

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Nijenhuis-Voogt, Jacqueline, Paulien C. Meijer, and Erik Barendsen. "Context-based teaching and learning of fundamental computer science concepts." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265772.

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Sentance, Sue, Simon Humphreys, and Mark Dorling. "The network of teaching excellence in computer science and master teachers." In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670789.

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Statter, David, and Michal Armoni. "Teaching Abstract Thinking in Introduction to Computer Science for 7th Graders." In WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978249.2978261.

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